O texto na aula de história e a formação do leitor no ensino fundamental

Abstract

This dissertation aims to analyze the reading practices undertaken in history classes, based on the assumption that teaching reading is a task for all areas of knowledge. In this sense, it assumes that the activity of reading demands specificities within each discipline in order to promote learning to read. The reflections of this research seek to relate Mikhail Bakhtin's philosophy of language, which highlights the centrality of language in social relations dialogically established between subjects, with authors from the field of history, especially those who focus on the concept of historical consciousness and history teaching . To this end, two methodological procedures were adopted: a bibliographic study of academic productions on the subject of teaching reading in history classes and an analysis of interactions carried out within the scope of Emergency Remote Teaching in three different years - 4th, 5th and 6th -, in a federal public school, aiming to identify how reading in history classes was carried out. In the light of the theoretical framework of the philosophy of language, we seek to analyze the dialogical relationships established within the scope of the digital platform in order to understand what characterizes a history text from its appropriation in the classes of this curricular component and which aspects characterize the mediation of the teacher in promoting the reading of texts of different genres in history classes, in the early and final years of elementary school.